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Monkseaton High School Seatonville Road, Whitley Bay, Tyne and Wear, NE25 9EQ

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Monkseaton High School Seatonville Road, Whitley Bay, Tyne and Wear, NE25 9EQ School report Monkseaton High School Seatonville Road, Whitley Bay, Tyne and Wear, NE25 9EQ Inspection dates 9–10 October 2013 Previous inspection: Satisfactory 3 Overall effectiveness This inspection: Requires improvement 3 Achievement of pupils Requires improvement 3 Quality of teaching Requires improvement 3 Behaviour and safety of pupils Good 2 Leadership and management Good 2 Summary of key findings for parents and pupils This is a school that requires improvement. It is not good because Achievement requires improvement. Too few Teachers do not ask questions which students make good progress in English and encourage students to provide extended mathematics, and across a range of subjects. responses which develop their ideas and Not enough of the most-able students are arguments. attaining the highest grades at GCSE. This is Students are not given enough opportunities to because they are not making good progress lead and shape their own learning independent from their starting points. of the teacher. The sixth form requires improvement because The expert teaching in the school has not been attainment at the highest grades is below shared fully enough to ensure that teaching what it should be and that seen nationally. consistently secures good or better progress by Teachers do not have high enough students. expectations of the rate at which students Developments aimed at improving achievement can make progress. As a result, they do not are not always monitored and evaluated for consistently challenge them to do their very their impact. best. The school has the following strengths Disabled students and those with special Leaders and managers, including governors, educational needs, and students eligible for know where improvement is needed. They the pupil premium, make good progress have the full support of the whole-school because of the focused support they receive. community in their drive to improve the school. Behaviour is good because relationships As a result, there have been significant between staff and students are very positive. improvements in the past year. Students feel safe. Inspection report: Monkseaton Community High School, 9–10 October 2013 2 of 9 Information about this inspection Inspectors observed 30 part lessons, of which six were joint observations with senior leaders. Inspectors observed senior leaders giving feedback on the quality of learning and students’ progress in lessons. Meetings were held with students, the Chair of the Governing Body, the school’s improvement adviser, who represented the local authority, and the ex-executive headteacher. Inspectors took account of 22 responses to the online questionnaire (Parent View), the views of one parent who communicated directly with the lead inspector by letter, questionnaires carried out by the school, and 61 questionnaires completed by staff. Inspectors observed the school’s work and looked at documents including improvement plans, data on students’ current progress, minutes of the governing body meetings and records relating to behaviour, attendance and safeguarding. Inspection team Mick Hill, Lead inspector Additional Inspector Clive Petts Additional Inspector Patrick Feerick Additional Inspector Inspection report: Monkseaton Community High School, 9–10 October 2013 3 of 9 Full report Information about this school The school is smaller than the average-sized secondary school. The proportion of students known to be eligible for the pupil premium (additional funding for those students known to be eligible for free school meals, children from service families and those children who are looked after by the local authority) is above the national average. The proportion of disabled students and those with special educational needs supported through school action is above average. The proportion supported at school action plus or with a statement of special educational needs is below average. The proportion of students of minority ethnic heritage and who speak English as an additional language is below average. A small number of students are educated off-site at the Whitley Bay Student Support Centre. The school has a resource base for physically disabled students. The school runs a Football Academy. The school meets the government’s current floor standard which sets the minimum expectations for students’ attainment and progress. The headteacher was appointed in September 2013, having previously been the head of school. An executive headteacher seconded from Whitley Bay High School provide support to school leaders. What does the school need to do to improve further? Further improve the quality of teaching so that all lessons, including in the sixth form, consistently secure good or better progress for students, including the most-able, by: having the highest expectations of the rate at which students can make progress and challenging them so they do their very best ensuring teachers ask questions which encourage students to provide extended responses in order to develop their ideas and arguments giving students more opportunities to lead and shape their own learning independent of the teacher sharing fully the teaching expertise which exists in the school monitoring and evaluating developments aimed at improving achievement to check they are having an impact. Inspection report: Monkseaton Community High School, 9–10 October 2013 4 of 9 Inspection judgements The achievement of pupils requires improvement Achievement requires improvement because, while there was an improvement in results overall in 2013, too few students make good progress across a range of subjects, including English and mathematics. In particular, not enough of the most-able students in English and mathematics attain the highest GCSE grades. In 2012, the school entered all students early for mathematics in the winter of Year 11. The school realised that this did not serve the most-able students well and has now adjusted this practice and is more selective about which students are entered early. The sixth form requires improvement because, although there has been an overall improvement in the results in 2013, most notably at AS level, attainment at the highest grades is below that seen nationally. In previous years, students have embarked on courses for which they were unsuited by ability or aptitude. Consequently, too many underachieved or did not complete their course. Improved information and guidance has ensured that current Year 12 students are better suited to the courses they are following. The school is now more effective in ensuring equality of opportunity for sixth form students. The achievement of students who are disabled or who have special educational needs is good. These students make good progress because of the high quality and well-focused support they receive. Students known to be eligible for the pupil premium, including those known to be eligible for free school meals, make good progress, including in English and mathematics. The gap in attainment between these students and others narrows over their time in the school. The gap in GCSE attainment is less than the gap seen nationally, by two-thirds of a grade in English and three-quarters of a grade in mathematics. This is because the pupil premium funding has been spent wisely on extra support for this group of students. Students, including the small number of minority ethnic heritage or who speak English as an additional language, develop their reading and writing as they move through the school because teachers in all subjects provide opportunities for them to practise and develop these skills. Students’ mathematical skills, previously a concern, are now developing at a similar rate to their reading and writing. A very small number of students are educated off-site. Staff from the school check the quality of this provision. These students make good progress because the provision matches their needs. The school has a resource base for physically disabled students. There is currently one student on roll and a further two who access this provision. These students make expected progress as a result of the specialist care and support they receive. The quality of teaching requires improvement Although the quality of teaching is improving, it is still judged to require improvement because it does not consistently secure good or better progress for students, especially the most able. In lessons where teaching requires improvement, teachers do not have high enough expectations of the rate at which students can make progress. As a result, they do not fully challenge students to do their very best and so achieve the highest grades. Teachers do not always ask questions which encourage students to provide extended responses. In these lessons, students are not given enough opportunity to share, discuss and construct longer answers to written or spoken questions. As a result, they are not able to develop fully their ideas and arguments. Lessons are often too closely directed by the teacher. Students are not given enough opportunities to lead and shape their own learning and as a result, the pace of learning is the same for all. Nevertheless, there is a strong core of typically good, and some outstanding, teaching, which is Inspection report: Monkseaton High School, 9–10 October 2013 5 of 9 built on very positive relationships between staff and students. Inadequate teaching has been eradicated. In these good and better lessons, teachers have high expectations of the progress students can make. In a GCSE history lesson on Nazi Germany, for example, the teacher’s skilful questioning challenged students to give reasoned and well-constructed answers of a quality more usually seen in sixth form lessons. They were encouraged to do this because the teacher had provided opportunities for them to work independently in groups. They responded with enthusiasm and a desire to know more. This good practice in challenging students to do their very best, using effective questioning and encouraging students to lead and shape their own learning with less direction by the teacher has not been shared fully enough so that all teaching secures students’ good or better progress.
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